There are a range of LA implementation models and frameworks, each offering insights and factors into shaping LA however these still remain small in scale with the inability to demonstrate impact on learning and teaching and capabilities. With pioneering contributions to the growing area of LA, in this session, Dragan will share insights into the best practices for the adoption of LA, the policy framework and evidence based approaches to overcome these challenges.

In this session he will elicit insights into:

The current state of the LA educational policy framework

The actions, key evidences, approaches and implementation of a sustainable policy framework

Key affordances and constraints of effective LA implementations in the higher educational context

Using Bring-Your-Own-Device and real time analytics, lecturers can now be more responsive to student needs and target delivery in ways which are meaningful and useful. Through reflection on the development of audience participation technologies, alongside experience in lecture data collection over the past decade, Jennifer Stokes will discuss the challenges and opportunities presented through implementing real-time analytics in lectures.

Student and academic perspectives on lecture analytics

Strategies for embedding real-time analytics

Techniques for engagement and data response in a real-time environment

11:00 am - 11:40 am The Use of Predictive Analytics in Learning Analytics to Maximize Student Success and Retention

There is tremendous potential in the data collected to help identify student behaviours that lead to positive and conversely negative student outcomes. Learning Analytics algorithms have the ability to predict whether a student is likely to pass or fail in their chosen units to consequently inform early intervention strategies aimed at preventing problems before they occur and in turn reduce the attrition rate. In this session, Richard Price will provide examples of behavioral modelling algorithms he and his colleagues at Flinders University have developed that have been designed for this purpose.

This session will show you:

Tools and algorithms designed for the early identification of students at risk

Discuss whole of university support strategies for identified at-risk students

How learning analytics has the potential to advise and assist students on strategies to help them maximize their chances of success

Dr Richard Price

Lead Data Scientist, Planning and Analytical Services Information and Digital Services DivisionFlinders University

Dr Hassan Khosravi and his team at The University of Queensland have developed an adaptive, student-facing learning platform called RiPPLE (Recommendation in Personalised Peer Learning Environments) that provides personalised content and learning support at scale. In this session, Hassan will talk about the use of adaptive learning environments in higher education and introduced RiPPLE and how it may be used for free in your own courses/university.

By the end of the session, you will be able to:

Explain what is meant by adaptive learning

Explain the notion of knowledge tracing and its importance in adaptive learning

Appreciate the importance of co-creation in higher education with a tie to adaptive learning and RiPPLE

Recommend personalised formative exercises tailored to the needs of each individual student in your course/institute using RiPPLE

Recommend Personalised peer learning sessions based on the availability, knowledge state, and learning preferences of individual students in your course/ institute using RiPPLE

Measuring ROI has three components under the guise of learning analytics – defining the ROI of L&D, framing the business case, and case study questions and discussion. Learning objectives of measuring return on investment are three-fold. The takeaway for this session will be strategies and processes for you to define and measure the investment of learning analytics for longterm planning and investments.

This session will show you how to:

Analyse the ROI framework and case study;

Apply the ROI framework and business case structure to a proposed learning and development opportunity

Assess return on investment by leveraging data analytics to quantify value based on commercial and development outcomes

Dr Wesley Payne McClendon

Industry Executive and Advisory Panel, Masters of Change, Innovation and Leadership ProgramVictoria University Graduate School of Business

2:40 pm - 3:10 pm AFTERNOON TEA

At Charles Sturt University we are developing a system that simplifies the customisation process with the goal of scaling up implementation across entire programs and eventually across all online programs offered by the university. The system will allow the subject designer to easily tag individual online learning resources such as videos, animations and readings, and individual learning activities such as forum discussions, quizzes and simulations, as important to the completion of specific assessment tasks, and will then automatically provide students with study advice during the teaching session based on their individual online behaviour.

This session will illustrate:

The benefits of subject specific as distinct from generic analytic driven study advice for students

Examples of different learning designs with different intended student online engagement patterns

To sustainably adopt Learning Analytics, there must be a strategic capability that orchestrates the setting for the analysis of complex data and an implementation capability that integrates data and tools with educator practices. More than 87 percent of teachers claim analytics can be a powerful instruction tool in the classroom. These tools are essential drivers that will push/pull the educator’s adoption of Learning Analytics from “interested” to “implementation”.

Let’s sift through the teacher’s real needs in order to increase their adoption of LA frameworks in teaching.

Selecting the best method for presenting complex sets of data to reduce resistance to adoption

Can you explore how analytics tools can form actionable feedback for teachers?

Making iterative changes to the teacher’s need to change their mindsets, uplift capability and drive development